Empirical Links between Instruction with Teaching Tools and the Hierarchical Model of Intrinsic and Extrinsic Motivation in a Korean College Tennis Class
Restricted accessResearch articleFirst published online April, 2015
Empirical Links between Instruction with Teaching Tools and the Hierarchical Model of Intrinsic and Extrinsic Motivation in a Korean College Tennis Class
The objective of this study was to demonstrate the sequential process (i.e., social factors → mediators → motivation → consequences) underlying the Hierarchical Model of Intrinsic and Extrinsic Motivation at the contextual level in instruction using three teaching tools, modified balls, a high net, and colored balls and cones in a college-level tennis class in South Korea. 126 students enrolled in a 15-week tennis class participated in the study. The results indicate that the three teaching tools positively affected students' perceived competence, with perceived competence's beta on intrinsic motivation equal to 0.45. Intrinsic motivation was found to reduce negative affect further by −0.33, thereby demonstrating the sequential process of the Hierarchical Model of Intrinsic and Extrinsic Motivation.
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